It is time to review the schedule for the placement of your session in the AAACE Agenda. This is the final draft of the Schedule. When you look up your name, use the detail listing to check what days/times you asked to be placed. This is a huge program and we can accommodate necessary changes in day and time now, but may not be able to do so after September 1, 2013 except in emergencies. Please carefully check your placement and send any requests to Ginger Phillips, AAACE Conference Planner with AAACE Session Change Request in the subject line. We will respond to your email, but it may take us up to a week to do so. Thanks for your help in "fine tuning" this agenda!
Blending for Reflective Practice: An Interdisciplinary Approach to Redesigning a Physician Assistant Course
Type of Presentation
Concurrent Session (45 minutes)
Session Abstract
The session presents an interdisciplinary approach to blended learning design, resulting in a model of delivery that promotes reflection, community of practice and higher levels of learning.
Target Audience
Instructors and instructional designers interested in redesigning traditional courses in blended models, particularly those working in disciplines which rely heavily upon experiential learning in face-to-face settings: they will explore ways to integrate online and face-to-face learning delivery to promote the application and social interaction required for higher levels of learning. Facilitators of adult learning in higher education, particularly those interested in promoting future reflective practice: they will explore ways to integrate online and face-to-face activities to promote reflection, reflection in action and reflection on action.
Learning Outcomes
Participants will consider how to "blend" online and face-to-face activities and interactions to promote increased reflection and application of course content. They will also learn how to design the online component of a blended course to negotiate increasing class sizes while promoting the social interaction required for to develop an community of practice among students and to promote higher levels of learning. Participants will "walk away" with a sample course calendar and sample assignment from which they can begin to consider the redesign of their own courses or from which instructional designers can assist faculty with redesign.
Session Description
As higher education enrollments increase, many institutions are adopting blended models, necessitating further consideration of how to design blended courses to achieve pedagogical aims. In the Physician Assistant Program at GWU, promoting the social interaction required to promote a community of practice and the individual reflection required to encourage future reflective practice in cohorts of 60+ students n a traditional course can prove challenging. Redesigning Health, Justice, and Society I as a blended course offered promise in negotiating these pedagogical challenges, but posed additional challenges:
1) Designing the online component to promote interaction with 60+ students
2) Discerning the appropriate use of technology to achieve pedagogical objectives
3) Redesigning course assignments to align with a blended model
4) Sequencing activities and interactions to promote the reflection and higher levels of learning
This session discusses how an interdisciplinary approach to course redesign yielded a model of delivery meeting pedagogical objectives.
Efforts are made to try to schedule sessions on the day preferred by the Primary Presenter, though this cannot be guaranteed. Please check your preference.
No preference
Primary Presenter
Paige L. McDonald, EdD, The George Washington University
Work Title
Visiting Assistant Professor
Additional Presenters: Enters In Order.
Howard O. Straker, PA-C, MPH, George Washington University
Work Title
Director of Community Medicine